Graphic Organizers - Find Word Templates



Task Specific Graphic Organizers

to Improve Reading Comprehension

(Mary Barrett

Mayo High School

1420 SE 11th Ave.

Rochester, MN 55904

mabarrett@rochester.k12.mn.us

Tree Map Showing Types of Visual Tools

Name: Date: Hour:

NOVEL NOTES

TITLE

Chapter: Pages:

Setting Changes:

Add or clarify from discussion:

Main Character(s):

Main Event(s):

Chapter: Pages:

Setting Changes:

Add or clarify from discussion:

Main Character(s):

Main Event(s):

Shakespeare Study Guide Name:

Act: Scene(s): Date: Hour:

Plot Summary:

Plotline Points:

(These are major actions which move the rising action toward the climax, or events which exemplify the falling action and resolution.)

Reading Notes: Lecture Notes

Character Development -

Themes -

Other -

Word Diary Name Hour Dates: to

|Date |Unfamiliar Word |Context: Sentence in which you found the word |Guess |

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Your grade depends on the following: 1) The word is spelled correctly; 2) the word is used in the sentence in which you found it; 3) the word is highlighted or underlined within the sentence; 4) your handwriting is legible; and 5) your guess makes sense when it is substituted for the new word in the context of the sentence.

Your Word Diary is due after each 10 diary entries. Thanks! Due Date:

Character Guide Name: Date: Hour:

|NAME: |IDENTIFY |GOAL |IMPORTANT ACTIONS |PERSONALITY TRAITS |WHAT HAPPENS TO: |

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[pic]

ELECTION OF 1912

Compare/Contrast Graphic Organizer

Name: Date: Hour:

|ROOSEVELT |TAFT | |WILSON |DEBS |

|SIMILARITIES |

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|DIFFERENCES |

|ROOSEVELT |TAFT | |WILSON |DEBS |

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| | |Political Party | | |

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| | |Ideas for US | | |

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| | |Elected? | | |

Minnesota History C/C Graphic Organizer

Red Wing, Hawley, Hibbing, and West St. Paul Name:

DIFFERENCES

|Red Wing |Hawley | |IN REGARD TO | |Hibbing |West St. Paul |

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|land, river |farm land | |RESOURCES | |ore, timber |river trade |

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| | | |DECLINE | | | |

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| | | |REDEVELOPMENT | | | |

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| | | |CURRENT STATUS | | | |

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Meet the Hero (Protagonist) Name: Date: Hour:

Meet the Villain (Antagonist) Name: Date: Hour:

STORY MAPPING

Your Name: Date: Hour:

Title of story being mapped:

Fill in each section of the story map with complete sentences and ideas about the literary elements contained in the above story.

SETTING

Describe the time, place, and situation of the story.

CHARACTERS

The Good Guy: The Bad Guy:

|Protagonist name: | |Antagonist Name |

|Appearance: | |Appearance: |

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|Personality: | |Personality |

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|Goal: | |Goal: |

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PROBLEM

Exciting Force: What is it? What caused it?

PLOT: What are the major events, crises, and complications?

CLIMAX

What is the climax of the story?

How is the problem solved?

THEME: What is the author’s main idea or message?

BIOGRAPHY MAP

Name: Date: Hour:

Plotline

Name: Date: Hour:

Story Title: Author:

14

Climax/Resolution

13

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Introduction

Characters: New Vocabulary:

(Main)

(Minor)

Setting:

Time:

Place:

Adding Fractions

Directions: Complete the flowchart to show the steps in adding fractions.

The Four-Square + Method

This four-square method can be used to solve any mathematical problem in science.

|GIVEN |UNKNOWN |

|Read the problem carefully. |Organize the Data |

|What information is known? |What are you looking for? |

|Identify key words |Collect Data |

|Calculate . . . |Create Tables |

|Determine . . . |Draw Diagrams |

|Find . . . | |

|What is . . . |What don’t you know? |

|Identify operations that will help you solve the problem. |Assign variables to unknowns |

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|EQUATION |SOLUTION |

|Write the equation |Write the equation. |

|Show the relationship between what you know and what you don’t know. |Substitute numbers and their units into the equation. |

| |Solve the problem. |

|This is a verbal model and contains no numbers. |Clearly indicate your answer. |

| |INCLUDE labels. |

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Don’t guess; use GUES+!

Four-Square + Method

Name: Date: Hour:

|GIVEN |UNKNOWN |

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|EQUATION |SOLUTION |

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Four-Square + Method

Name: Date: Hour:

Problem: On my bike, I can average 20 km/hour. I travel one complete lap around the Silver Lake bike path in 15 minutes. (That’s ¼ of an hour.) How far is one trip around the lake?

|GIVEN |UNKNOWN |

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|t = 0.25 hour |Distance |

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|s = 20 km/hr. | |

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|EQUATION |SOLUTION |

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|d = s x t | |

| |d = 20 km/hr. x 0.25 hr. |

|or | |

| |= 5 KM. |

|distance = speed x time | |

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Thanks to Peggy Kahlstorf Edwards at John Marshall High School for these GUES+ pages!

Social Studies Note-Taking Graphic Organizer

Name: Date: Hour:

Chapter: Pages:

Take notes on the chapter you were assigned to read. In your own words, write information that answers the questions WHO, WHERE, WHEN, WHAT, and WHY. Finally, summarize the chapter in a sentence or two.

|WHO? Important People: |WHERE? Important Places: |WHEN? Important Dates: |

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| |WHAT? List the most important events of this chapter: | |

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| |WHY? Give reasons (yours or the authors) to explain why events happened. | |

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| |SUMMARY: Write one or two sentences that summarize the main idea of the entire chapter. | |

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Four Kinds of Cause/Effect

Name: Hour: Date:

1. Single Cause/ Multiple Effect

Effect

Effect Effect

Effect Effect

Effect Effect

Effect

2. Multiple Causes/Single Effect

Cause

Cause Cause

Cause Cause

Cause Cause

Cause

Four Kinds of Cause/Effect

3. Chain Link Cause/Effect

Cause

E/C

E/C

E/C

E/C

E/C

E/C

E/C

4. Multiple Causes/Multiple Effects

Usually it takes several causes before you begin to see any effects in this multiple cause and effect pattern.

Topical Paragraph Note Taking Grid

Title:

Name: Date: Hour:

Sequence Chart

Title: Author:

Name: Date: Hour:

[pic]

Forms of Energy: Science Compare/Contrast

Name: Date: Hour:

|Solar |Nuclear |Hydroelectric |Fossil Fuels |

|Similarities: |

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|Solar |Nuclear |Hydroelectric |Fossil Fuels |

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Write a brief summary of the key concepts of this chapter on renewable and non-renewable fuels.

Atoms Family: Cooperative Group Activity for the Periodic Table

Description: An approach for teaching students about the periodic table and for generating questions and discussion about the periodic table.

Purpose: To show students that elements are arranged in the periodic table in a certain patterns, and to show that elements in the same family have similar properties.

Example: This could be a group activity in which each student will research an element. The student will then give the results of this research to other members of his/her group and receive information from other group members in the "family." The student will then find other members of the class who have done research on his/her atom's "neighbors" and share information with others.

SEE NEXT TWO PAGES FOR WORKSHEETS THAT GO ALONG WITH THIS ACTIVITY.

Atoms Family

Individual Worksheet: Atom and his family

Name: Date: Hour:

You should choose one element to research. Find unique information about your element and fill in that information on the chart below.

Here is my family: Here is information about each element in my family:

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Individual Worksheet: Atom and his neighbors

Page 2

Now seek out other people in the class who have information about your atom's "neighbors." Fill in the chart below with information about those "neighbors" on the periodic chart.

These are my neighbors:

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| |My own little atom. | |

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Now, in the space below, write a paragraph explaining the relationships among elements located in the same family on the periodic chart.

Graphic Organizer for Five-Step Problem Solving

Persuasive Patterns: Article Overview Grid for Critical Reading

Name: Date: Hour:

|Article Title: |Date of Article: |

|Author: |Topic: |Pattern: |

|Author's Credentials: |

|Prior Knowledge/Background Info: |

|Source Evaluation: |

|Intro ¶’s: |Pivot: |

|Pattern Part:↓ |Key Word Notes: (MI/FIRES): |

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|Abstract: |

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|Red Flags (Loaded words/bias, errors in logic of argument/fallacies, incomplete data, etc.) |

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PAL BEG CRITICAL ANALYSIS

Name: Date: Hour:

|Topic: |Red |Key Words/ Phrases |

| |Flag | |

| |What is the title? | | |

|Source Data | | | |

| |Who is the publisher? | | |

| |When was it published? | | |

| |Who is the author? | | |

| |What is the author’s purpose? | | |

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|Purpose | | | |

| |Who is the intended audience? | | |

| |Does the type of article shape or| | |

| |limit the topic? Explain. | | |

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| |Briefly restate the author’s | | |

| |premise(s). | | |

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| |Briefly restate the author’s | | |

| |conclusion(s). | | |

| |INTERNAL | | |

| |Is the author qualified to write | | |

| |on this topic? Explain. | | |

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|Authority | | | |

| |What, if any, are the author’s | | |

| |affiliations? | | |

| |Could this show bias? | | |

| |What sources/experts does the | | |

| |author quote? Are the sources | | |

| |believable? | | |

| |EXTERNAL | | |

| |Is the publication trust-worthy? | | |

| |Explain. | | |

| |Is the information current? Is | | |

| |it important that it is current? | | |

| |Explain. | | |

|Critical Analysis |Red Flag|Title/Author |

|Page 2 | | |

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| |What fallacies, if any, are | | |

| |present in the article? | | |

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| |Quote from the article and | | |

| |name the fallacy. | | |

|Logic | | | |

| |Are you aware of any points | | |

| |the author has selected or | | |

| |omitted? | | |

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| |List any subjective words | | |

| |and/or emotional language the | | |

| |author used in this article. | | |

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|Bias | | | |

| |Is the author neutral, | | |

| |moderately biased, or | | |

| |extremely biased? | | |

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| |Explain. | | |

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| |What FIRES, if any, | | |

| |does the author include? List| | |

| |them here. | | |

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| |Are they documented? | | |

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|Evidence | | | |

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| |What non-facts, if any, are | | |

| |included? List | | |

| |recommendations, opinions, | | |

| |etc. | | |

| |Does the evidence pass the RET| | |

| |test? Is it the RIGHT KIND, | | |

| |ENOUGH, & TRUE? Explain. | | |

| |Might the author or | | |

| |organization have anything to | | |

|Gain |gain from taking this | | |

| |position? | | |

RAPT Notes Sheet Name:

Subject: DATE: Page:

R = Read the paragraph/Listen to the lecture.

A = Ask questions.

• What's it about? (Topic/Table of Contents)

• What is the author/lecturer saying about the topic? (MI/FIRES)

P = Put it in your own words using SKRAWL2

T = Test yourself

|TOPIC/Table of Contents |MI/FIRES (Facts, Incidents, Reasons, Examples/Evidence, Statistics) |

|(What's it about?) |(What is the author/lecturer saying about the topic?) |

Subject: Date: Page:

|TOPIC/Table of Contents |MI/FIRES (Facts, Incidents, Reasons, Examples/Evidence, Statistics) |

|(What's it about?) |(What is the author/lecturer saying about the topic?) |

Name: Date: Hour:

Part 1: Describing what you see using your senses and aesthetic perceptions:

Part 2 - Analyze relationships / Analyze the evidence.

Criteria from theories of art

A theory of art states how people should think about and judge art. Art theories are developed by philosophers about art called "aestheticians." Most aestheticians agree that there are four main theories about art:

1. Art as imitation: some experts say that art is a way to represent or interpret what you see. Accuracy and honesty in art are highly valued.

a. First impression: Does the work look real?

b. Design: Do the proportions of parts, colors and other elements seem to be natural or lifelike? Is the work planned around patterns, rhythms, forms we see in nature or the human-made environment?

c. Subject/Theme: Does the subject or theme seem to be based on an event or something the artist observed? Is the subject or theme more realistic than as it is honestly shown?

D. Materials: Can you see some of the natural qualities or materials?

E. Function or Decorative Art: Can you identify the use or function of the art looking just at the design?

2. ART AS FORMAL ORDER: Some theories are based on a respect for logical order and idealized forms in art. A work of art might be judged good if it met all the criteria listed.

A. First Impression: Is the work beautiful or harmonious?

B. Design: Is the work unified by a kind of invented or mathematical order?

C. Subject/Theme: Does the subject or theme seem to be idealized or have a spiritual quality? Is the work more abstract than realistic?

D. Materials: Does it look as though the artist used extreme care using materials and finishing the work?

E. Functional or Decorative Art: Is the artwork elegant, refined, or dignified? Does the design of the work seem to be just as important or more important than the practical use of the object?

3. ART AS EXPRESSION: Some theories of art are based on a respect for strong human feelings and originality. Standards for judging art include:

A. First Impression: Does the work express definite feeling?

B. Design: Are the proportions or parts, color, and other elements unexpected or exaggerated? Is the total design dramatic or original? Does it give you a definite feeling?

C. Subject/Theme: Is the subject or theme unique, dreamlike or fantastic? Does the subject or theme seem to come from the artist's desire to communicate a strong feeling (the great joys, sorrow or problems of people)?

D. Materials: Is the use of materials original or unexpected? Are the materials and techniques an important part of the mood or feeling of the work?

E. Functional or Decorative Art: Does the work have an unusual function or combine several functions?

4. ART AS FUNCTION: The art has a message about a religious, political, social, economical, radical or other idea.

A. First Impression: Does the work have an important message or function?

B. Design: Are the proportions, colors and other elements planned to help you understand the message of the work?

C. Subject/Theme: Is the subject or theme related to the life of a particular cultural group?

D. Materials: Do the materials and techniques help you understand the message in the artwork?

E. Functional or Decorative Art: Does the work have an important purpose?

Test Taking Map

Name: Hour:

Test Taking Unit Map

Name: Hour:

Name: Date: Hour:

Word Scroll

What it is… What it isn’t…

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Visual Tools for Constructing Knowledge By David Hyerle

( 1996 Association for Supervision and Curriclum Development

page 27 - ASCD #196072 – ISBN 0-87120-266-2

Reprinted with permission.

Brainstorming

Webs

mind mapping

webbing

clustering

Task-Specific Organizers

life cycles: science

text structures: reading

decision trees: mathematics

Thinking Process Maps

Concept Mapping

systems thinking

Thinking Maps

Types of Visual Tools

Author

Title

15

16

Central Conflict

(Main Problem)

Are the denominations the same?

Yes

No

Do the denominators have common factors?

NO

Yes

No

Did you find a common denominator?

Yes

Check your work; review your method and answer.

Is the answer reasonable?

Have you answered all the questions?

Have you used proper units?

Check your work; review your method and answer.

Is the answer reasonable?

Have you answered all the questions?

Have you used proper units?

Check your work; review your method and answer.

Is the answer reasonable?

Have you answered all the questions?

Have you used proper units?

West St. Paul

Hibbing

Hawley

Red Wing

Similarities

1. geographical features were important to development.

2. Immigration played a major role in settlement.

3. Each town has a strong sense of community identity.

1. Physical Description

6. Reactions of Others

5. What the character says

3. Behavior

4. Thoughts

2. Setting

Character

1. Physical Description

6. Reactions of Others

5. What the character says

3. Behavior

4. Thoughts

2. Setting

Character

CAUSE

EFFECT

C

R

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T

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CA

L

M

A

S

S

Main Idea

Details to support Main Idea

Main Idea

Details to support Main Idea

Main Idea

Details to support Main Idea

Main Idea

Details to support Main Idea

Topic:

Name of Artwork:

Quick Sketch (On a separate piece of paper)

Medium?

Things you can recognize in the artwork.

Condition?

Dimensions:

Describe how the artist used tools and techniques.

Technical qualities: Describe how the artist used the materials.

Describe visual elements (combine to make sentences). Example: I see a small blue circle.

Balance:

a. Symmetrical

b. Asymmetrical

c. Radial plan

(Circle one.)

Proportions:

Normal/Exaggerated

Emphasis:

Is there a focal point?

Is there a center of interest?

Where and Why?

Rhythm:

Are there movements/rhythms in colors, shapes or other elements? How?

Pattern: Is there a pattern of light, shadow, or color?

Unity and Variety:

What principles help to unify the artwork? Why?

Are some principles more important than others? Why?

Is there a definite subject? What?

Are you invited by the artist to walk through or around the artwork?

Why? How?

Are you the observer?

Are you part of the action of the artwork?

Develop a hypothesis (a good guess) about the meaning of the work of art. A hypothesis is an educated guess about the meaning of an artwork. An educated guess includes what you have discovered by careful observation.

• A good interpretation explains what you have observed and analyzed. You will use a lot of your knowledge about art and life to interpret the artwork.

• Discuss the expressive qualities in the artwork and what they mean to you. There are no right or wrong answers. Remember to think of your interpretations as a hypothesis.

• Remember a good interpretation includes expressive language. You might say that that a work has energetic lines, bold colors, velvety shadows, etc.

• A good interpretation includes analogies. An analogy might be "a delicate shading is misty, like fog" or "the diagonal lines seem to be marching."

• A good interpretation also includes causes and effects. For example you might say, "The face looks tired (effect) because the lines and shadows are dark and droopy (cause).

• A good interpretation explains how the work of art is related to other ideas or events. The artist is always sending one or more wordless messages to the viewer. Make an educated guess about the message. The artist's message might be about the beauty of color or the power of the artist's imagination. It is often about the artist's world and culture. Some works show joy or great sorrow. If you have difficulty in interpreting a work, think about our own experience in life.

HYPOTHESIS: It tells about the most important sensations, feelingS, and ideas the work communicates to you.

HYPOTHESIS: Give your best guess what the artwork is about.

Judgment A: A critical judgment can be made after you have interpreted an artwork. Judging art is always a matter of being fair and logical. Make sure you identify the kind of art you are judging. Judge things in relation to their type. You can't judge one art form or style as better or worse than another.

1. State your purpose in making a judgment about a work of art.

2. Identify criteria or standards. There are 2 main sources of criteria:

a. Some art works can be judged by criteria that you learn about at home, in school, or everyday life. (This is where your hypothesis goes.)

b. Many artworks can be judged by criteria that come from art theories that have been developed by art experts. (See next page.)

3. Cite evidence (give reasons). After you state your criteria for judging art, give reasons why the work does or does not meet the criteria or standards.

4. State your conclusions. You state your conclusions by giving a summary of the major strengths and weaknesses in the work.

Write your critical judgment about the artwork called here:

for accessing and organizing personal knowledge

for content information organized in a specific way

for thinking and transfer of information across disciplines

Reduce Test Anxiety

Maximize Your Score

Study for Tests

Test Taking Strategies

Make Educated Guesses

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Study for Tests

Reduce Test Anxiety

Test Taking Strategies

1. Attend class and take notes

2. Review your notes regularly.

3. Highlight key ideas in your notes.

4. Create flashcards for lists.

5. Create a review G.O.

6. Study with a partner in a last-minute review.

1. Study regularly.

2. Get a good night’s sleep and eat breakfast.

3. Remember to breathe.

4. Say something positive to yourself about how you’ll do.

5. Ignore other test takers; take time to do your best.

6. Skip hard questions and come back to them later.

1. Avoid absolutes, such as “always,” or “never”

2. Choose the longest, most detailed answer.

3. Eliminate answers that are too similar.

4. Eliminate obviously wrong answers.

Make Educated Guesses

1. Preview the entire test.

2. Allot the amount of time you’ll spend on each section.

3. Decide in which order you’ll do the sections.

4. Follow directions.

5. Complete the easiest sections first.

6. Complete the sections worth the most points next.

7. Don’t leave any items blank.

8. Write neatly and legibly.

9. Use BOSS for essay tests.

Maximize Your Score

1. Restate the Problem/question:

STEP 3

STEP 2

STEP 1

Answer:

Check! Is your answer reasonable?

4. Find the answer:

3. Plan what to do:

2. Find the needed data:

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